First Grade - Other Standards Resourcesscpsreadingip.weebly.com/uploads/2/5/9/9/25995806/scpsliteracyplan... · LAFS.1.RL.1.3 LAFS.1.RF.2.2d, ... Frindle Robert Burleigh 0698114256

2014-2015 SCPS Reading Instructional Plan

2014-2015

Literacy Instructional Plans

Seminole County Public Schools

First Grade

Page 1

SCPSLiteracyPlan2014-2015Grade1_Updated_recent_shareFINAL.xlsx

Seminole County Public Schools2014-2015

K-5 Literacy Writing Committee

School Board of Seminole County

Karen Almond

Dr. Tina Calderone

Amy Lockhart

Dede Schaffner

Superintendent of Schools

Dr. Walt Griffin

Deputy Superintendent of Instructional

Excellence and Equity

Dr. Anna-Marie Cote

Elementary Executive Directors

Dr. Marion Cummings

Dr. Beth Sharpe

Director of Teaching and Learning

Dr. Corbet Wilson

Elementary Curriculum Coordinator

Shawn Harrold

Writing Committee

Elementary Reading Specialist

Courtney Kavanaugh

Title One Literacy Specialist

Jane Moore

Teachers

Allison Carothers Catherine Schubert

Susan DeMint Tenesha Wells-Eason

Lesley O'Reilly Tammy Uliano

Marianne Wells Betsie Simmons

Elliott Hershey Stacey Parsons

Kelli Reyes Jeannette Smalley

Sharri Tatum Mary Legg

Nikhail Slaughter Tara Heston

Debra Zacharias Jill Pecoraro

Tonia Young Linda Richard

Kerri Baumis Dorretta McLaurin

Mary Estes Malcolm Cooper Adolph Pernal

2

2014-2015 SCPS Reading Instructional Plan

Rationale for the 2014-2015 Literacy Plan

The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested

pacing in order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts

Florida Standards and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90

uninterrupted reading and 30 to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute

block. Teachers should be utilizing district-relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of

their students.

Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional

materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not

have access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers

are encouraged to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts

Florida Standards can be found at: www.cpalms.org

Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit

students' needs based on formative assessments.

Terms Used in Plan: RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition

3

SCPSLiteracyPlan2014-2015Grade1_Updated_recent_shareFINAL.xlsx

M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

Reading High-Frequency Standards Additional Standards

S.S. Essential Standards

SS.1.C.1.1 LAFS.1.RL.2.5,LAFS.1.RI.2.6,L

AFS.1.SL.1.1,

LAFS.1.SL.2.4,LAFS.1.SL.2.5,L

AFS.1.SL.2.6, LAFS.1.L.3.6,

LAFS.1.RI.4.10,

LAFS.1.RL.4.10

SS.1.A.2.2 ,SS.1.A.3.2

SS.1.C.3.2 , SS.1.G.1.2

,SS.1.G.1.3

SS.1.E.1.1 ,. SS.1.E.1.6

LAFS.1.L.1.1, LAFS.1.L.3.4, LAFS.1.L.1.2

Ongoing

LAFS.1.RL.1.1 , LAFS.1.Rl.1.2, LAFS.1.Rl.2.5

Comprehension

GRADE 1 for 2014 - 2015

March April

January February

May

November December

Foundational Standards Language

LAFS.1.RL.1.3 & LAFS.1.RL.2.5

LAFS.1.RF.3.3a, LAFS.1.RF.3.3a, LAFS.1.RF.2.2.d

LAFS.1.RF.2.d, LAFS.1.RF.3.a, LAFS.1.RF.3.b, LAFS.1.RF.3.c

LAFS.1.L.1.1, 1.1b & LAFS.1.L.3.5, LAFS.1.L.1.2

Unit or EOY Assessment Review based on formative assessments

LAFS.1.RI.1.1 & LAFS.1.RI.1.2 or LAFS.1.RL.1.1 &

LAFS.1.RL.1.3 LAFS.1.RF.2.2d, LAFS.1.RF.3.3a,b,c LAFS.1.L.3.4b, LAFS.K.L.1.1, LAFS.1.L.1.2,

LAFS.1.RL.1.2 & LAFS.1.RL.1.3 or LAFS.1.RI.1.3LAFS.1.RF.2.2d, LAFS.1.RF.3.3a,b,c LAFS.1.L.3.4b, LAFS.1.L.1.1, LAFS.1.1.1.2

4

Reading Street 2013 Trade Book Library List TITLE AUTHOR ISBN

GRADE 1

Uno: Blue-Ribbon Beagle Spinner, Stephanie 9780448450735

Best Friends Edwards, Roberta 9780448445670

Emperor Penguins Edwards, Roberta/Schwartz, Carol 9780448446646

Babies in the Bayou Arnosky, Jim 9780142414637

Mama's Little Duckling Parker, Marjorie 9780142415320

Nobunny's Perfect Dewdney, Anna 9780142415337

Little Cloud Carle, Eric 9780698118300

Johnny Appleseed Demuth, Patricia Brennan 9780448411309

T-Rex Is Missing! Depaola, Tomie 9780448428703

Bones and the Birthday Mystery (#5) Adler, David A. 9780142414323

Badgers Fancy Meal Holub, Joan 9780142401064

From Slave to Soldier Deborah Hopinson 068939669

GRADE 2

Isla Dorros, Arthur 9780140565058

The Old House Edwards, Pamela Duncan 9780142414804

Cam Jansen 13 and the Mystery at the Haunted House Adler, David 9780142402108

Henry and Mudge and the Big Sleepover Cynthia Rylant 0689834519

Earthquake Marion Dane Bauer 1416925511

On Earth Karas, G. Brian 9780142410639

Where Fish Go In Winter Koss, Amy Goldman 9780142300381

Second Grade Rules, Amber Brown Danziger, Paula /Ross, Tony 9780142404218

Coming Home Soon 0448413345

Rainbow Tulip, The Mora, Pat 9780142500095

Legend of the Indian Paintbrush, The dePaola, Tomie 9780698113602

Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard 0689877935

Grade 3

Uncle Jed's Barbershop Margaret King Mitchell 0689849137

Legend of the Bluebonnet, The dePaola, Tomie 9780698113596

Bug Out! Clarke, Ginjer L. 9780448445434

Miss Rumphius Cooney, Barbara 9780140505399

Charlotte's Web E. B. White 9780064400558

Jeff Corwin: Snakes Corwin, Jeff 9780448451770

Lowji Discovers America Candance Fleming 1416958320

Scraps of Time A Song for Harlem McKissack, Patricia 9780142412381

Scraps of Time The Home-Run King McKissack, Patricia 9780142414590

George Did It Jurmain, Suzanne Tripp 9780142408957

The Bat Boy and His Violin Gavis Curtis 0689830122

The Storm Cynthia Rylant 068984882X

Grade 4

House in the Mail, The Wells, Rosemary & Tom/Andreasen, Dan 9780142400616

Abby Takes a Stand McKissack, Patricia /James, Gordon C. 9780142406878

Because of Winn Dixie Kate Di Camillo 0763616052

The Year of Miss Agnes Kirkpatrick Hill 0689851243

Yours Truly, Goldilocks Alma Flor Ada 0689844522

Boy, Were We Wrong About Dinosaurs! Kudlinski, Kathleen 9780142411933

Frindle Robert Burleigh 0698114256

Who Was Marco Polo? Holub, Joan 9780448445403

James and the Giant Peach Dahl, Roald 9780142410363

Flight Burleigh, Robert 9780698114258

Mieko and the Fifth Treasure Coerr, Eleanor 9780698119901

Stuart Little E. B White 9780064400565

Grade 5

Celia Cruz, Queen of Salsa Chambers, Veronica 9780142407790

Number the Stars Lois Lowry 0440802911

Three Cups of Tea Mortenson, Greg/Relin, David Oliver 9780142414125

Shiloh Phillis Reynolds Naylor 0689835825

So You Want to Be An Inventor? St. George, Judith /Small, David 9780142404607

Kid Who Invented the Popsicle, The Wulffson, Don L. 9780141302041

Mary On Horseback Wells, Rosemary 9780141308159

Immigrant Kids Freedman, Russell 9780140375947

No Talking Andres Clements 1416916245

Maniac Magee Jerry Spinelli 316809063

The Phantom Tollbooth Norton Juster 0394820371

Mr. Poper Peguin's Richard and Florence Atwater 0316058432

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

2. Retell stories, including key details, and

demonstrate understanding of their central message or lesson.

3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

3. Describe characters, settings, and major

events in a story, using key details.

First grade students continue to build on

the skill of asking and answering questions about key details in a text. At this

level, students use key details to retell stories in their own words, reveal an

understanding about the central message of the text, and tell about the story

elements.

Use questions and prompts such as:

• Can you tell me what happened in the story at the beginning? What

happened after that? What happened at the end of the story?

• Can you tell me where the story took place?

• Can you tell me the important things that happened in the story?

• Who are the characters in the story?

What do you know about them?

Grade 1 Unpacking Standards- Language Arts

CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking

Reading Literature College and Career Readiness Anchor Standards for

Reading

Key Ideas and Details 1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.

1. Ask and answer questions about key

details in a text.

Students are required to use pictures and

details in a story to tell about characters, setting, and events. They continue to

build on character development by looking at similarities and differences in

characters’ experiences in stories.


• Can you find an illustration or part that shows the main character?

• Can you find an illustration or part that shows the setting?

• Can you find an illustration or part that shows the problem in the story?

• What is the same about the characters in the two stories? What is different?

• What happened to the characters that is the same? What is different?

• Did the characters solve the problem in different ways? If so, how?



College and Career Readiness Anchor Standards for

Reading Reading Literature

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

7. Use illustrations and details in a story to

describe its characters, setting, or events.

8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the

evidence.

9. Compare and contrast the adventures

and experiences of characters in stories.

10. With prompting and support, read

prose and poetry of appropriate complexity for grade 1.

10. Read and comprehend complex literary

and informational texts independently and proficiently.

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.

With assistance, students are required to

read prose and poetry at the text complexity for grade 1.

Prose is writing that is not poetry.

4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

4. Ask and answer questions to help

determine or clarify the meaning of words and phrases in a text.

First grade students should use the skill of

asking and answering questions to help them understand what words and

phrases mean in the text. Students at this level should understand how to use

text features to help them understand the text and be able to tell the

difference between what information can be gained by examining the pictures

and what can be gained from examining the words.


• What features in the text help you find important information?

• How do the headings help you understand the text?

• What does the table of contents help you to know?

• Can you tell me what is different about what the picture shows and what the

words say about…?

5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

5. Know and use various text features (e.g.,

headings, tables of contents, glossaries, electronic menus, icons) to

locate key facts or information in a text.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Distinguish between information

provided by pictures or other illustrations and information provided

by the words in a text.




Reading Reading Informational Text

Craft & Structure


Print Concepts Students will understand how a sentence is

organized.


• Show me the first word of the sentence.

• Where does the period (question mark, etc) go?

• Show me the capital letter.

• How does a sentence begin?

• What goes at the end of a sentence?

1. Demonstrate understanding of the

organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).

None


Reading Foundational Skills

Phonological Awareness2. Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Distinguish long from

short vowel

sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds

(phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds

(phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete

sequence of individual sounds (phonemes).

None Fluency helps the reader process language

for meaning and enjoyment. Fluent readers are able to focus attention on the

meaning of the text. Readers at this stage still benefit from opportunities to

read texts multiple times at an independent level.

1. Participate in collaborative

conversations with diverse partners about grade 1 topics and texts with

peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with

care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments

of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts

under discussion.

1. Prepare for and participate effectively in

a range of conversations and collaborations with diverse

partners, building on others‟ ideas and expressing their

own clearly and persuasively.


details in a text read aloud or information presented orally or

through other media.

2. Integrate and evaluate information

presented in diverse media and formats, including

visually, quantitatively, and orally.

3. Evaluate a speaker‟s point of view,

reasoning, and use of evidence and rhetoric.

3. Ask and answer questions about what a

speaker says in order to gather additional information or clarify

something that is not understood.

Students in grade one will engage in

conversations about grade-appropriate topics and texts. In order to do so,

students will need ample opportunities to take part in a variety of rich,

structured conversations. Students actively engage as part of a whole class, in

small groups, and with a partner, sharing the roles of participant, leader, and

observe. Students

at this level should engage in collaborative conversations (such as book groups,

literature circles, buddy reading), and develop skills in active (close) listening

and group discussion (looking at the speaker, turn taking, linking ideas to the

speakers’ idea, sharing the floor, etc). First grade students will also ask and

answer questions about key details of a text read aloud or information

presented in multiple formats.

First grade students should also be able to listen carefully to a text read aloud

and to recount or describe details about what they heard. Students need to ask

questions and understand and answer questions asked of them in order to

clarify or gain more information.




Reading Speaking and Listening

Comprehension and Collaboration

Conventions of Standard EnglishAn understanding of language is essential

for effective communication. “The inclusion of Language standards in their own

strand should not be taken as an indication that skills related to conventions,

knowledge of language, and vocabulary are unimportant to reading, writing,

speaking, listening, and viewing; indeed, they are inseparable from such

contexts.”

First grade students must have a command of the grammar and usage of

spoken and written standard English. Standards that

are related to conventions are appropriate to formal spoken English as they are

to formal written English.

At this level, emphasis expands to include verb tense, possessives, pronouns,

adjectives, conjunctions, and more complex sentences. With conventions,

students are becoming more adept at ending punctuation, expanding their

understanding and usage of capitalization, and spelling unknown words

phonetically.

2. Demonstrate command of the

conventions of standard English capitalization,

punctuation, and spelling when writing.

2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

a. Capitalize dates and names of people. b. Use end punctuation for sentences.

c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently

occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling

conventions.


conventions of standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters. b. Use common, proper, and possessive

nouns.

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He

hops; We hop).

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,

their, anyone, everything).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I

walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

g. Use frequently occurring conjunctions

(e.g., and, but, or, so, because). h. Use determiners (e.g., articles,

demonstratives).

i. Use frequently occurring prepositions

(e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative,

imperative, and exclamatory sentences in response to prompts.


conventions of standard English grammar and usage

when writing or speaking.




Reading Language

Vocabulary Acquisition and UseAs students at this level focus on word

acquisition and use, the intent of the CCSS is to introduce grammatical

knowledge in basic ways that will be relearned in more sophisticated contexts

in the upper grades.

The overall focus of language learning in regards to vocabulary acquisition is to

guide students as they make purposeful language choices in writing and

speaking in order to communicate effectively in a wide range of print and

digital texts. Students need to understand the diversity in standard English and

the ways authors use formal and informal voice (dialects,

registers) to craft their message for specific purposes. Students also need

strategies for learning to make these kinds of choices for themselves as they

write and speak in different contexts and for different purposes.

Learning words at this stage includes exploring different shades of the same

verb (run/sprint), adjectives of differing intensity, and inflectional forms;

understanding categories of common concepts/objects; and defining words by

category.

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts,

and consulting general and specialized reference

materials, as appropriate.

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on grade

1 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word

or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a

word.

c. Identify frequently occurring root words (e.g., look) and their

inflectional forms (e.g., looks, looked, looking).

5. Demonstrate understanding of word

relationships and nuances in word meanings.

5. With guidance and support from adults,

demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the

concepts the categories represent.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that

swims; a tiger is a large cat with stripes).

c. Identify real-life connections between words and their use (e.g., note places at home that

are cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance,

stare, glare, scowl) and adjectives differing in intensity (e.g.,

large, gigantic) by defining or choosing them or by acting out the meanings.




Reading Language




Reading Reading Literature

Craft & Structure4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

4. Identify words and phrases in stories or

poems that suggest feelings or appeal to the senses.

First grade students begin to look at how

words are used in a text by naming words and phrases that contribute to the

feeling of the poem or story. They should understand the difference between

books that tell stories and books that provide information. First grade students

should be able to name who is telling the story.


• Can you find the feeling words in this poem/story?

• Is this book an informational book or a story book? How do you know?

• Who is telling the story in this part of the book?

5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

5. Explain major differences between

books that tell stories and books that give information, drawing on

a wide reading of a range of text types.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Identify who is telling the story at

various points in a text.





3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

3. Describe the connection between two

individuals, events, ideas, or pieces of information in a text.

First grade students continue to build on

the skill of asking and answering questions about key details in a text. At this

level, students should be able to identify the

main idea and retell the key details in their own words. They should also be

able to

tell how two individuals, events, ideas or pieces of information are linked

together.


• Think about what you read and create your own question about an important

idea in this text.

• What is the main idea of this text?

• Can you find one of the important ideas in this text? Can you find another

important idea?

• Can you tell me how these two events are linked together? (cause/effect,

time order)

Key Ideas and Details 1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.


details in a text.

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

2. Identify the main topic and retell key

details of a text.

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.





9. Identify basic similarities in and

differences between two texts on the same topic (e.g., in

illustrations, descriptions, or procedures).

10. With prompting and support, read

informational texts appropriately complex for grade 1.

With assistance, students are required to

read informational text at the appropriate complexity for grade 1.

Students will understand how illustrations

help explain the text. At this level, students should also develop the ability to recognize the

author’s reasoning by finding support within the text. Students will look for similarities and

differences in two texts

that share the same main idea.


• Can you tell how the author uses this chart to help you understand?

• What does this chart add to your thinking about what you read?

• Can you find the reason why the author thinks that…? Can you find the reason why the author

believes…?

• Look at these two texts about the same topic. How are they the same? How are they different?

Craft & Structure7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

7. Use the illustrations and details in a text

to describe its key ideas.

8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the

evidence.

8. Identify the reasons an author gives to

support points in a text.

10. Read and comprehend complex literary

and informational texts independently and proficiently.

None 3. Know and apply grade-level phonics

and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs (two letters

that represent one sound).

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long

vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of

syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings. g. Recognize and read grade-appropriate

irregularly spelled words.

Students continue learning specific

strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling

ability, and vocabulary development.


• Does that sound right?

• Does that look right?

• Does that make sense?

• Look at the word, does it look like…?

• You said…does it look like…?

What do these two letters sound like together (sh, th, ch) in this word?

• Can you clap the syllables in this word?

• What does this final e tell you about this word?

• Look at the beginning of that word, can you get it started?

FluencyNone 4. Read with sufficient accuracy and

fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and

expression.

c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

Fluency helps the reader process language

for meaning and enjoyment. Fluent readers are able to focus attention on the

meaning of the text. Readers at this stage benefit from opportunities to read

texts multiple times at an independent level.


• Make your reading sound like the characters are talking.

• Make your voice sound like the words are together.

• Make your voice go up when you see the question mark at the end.

• Make your voice go down when you see the period at the end.

• Go back and reread when it doesn’t sound or look like you think it should.



Reading Foundational Skills

Phonics and Word Recognition

Presentation of Knowledge and Ideas4. Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience.

4. Describe people, places, things, and

events with relevant details, expressing ideas and feelings clearly.

First grade students should be able to

report facts and relevant details about an experience. This should be done

orally, with some detail, and with clarity of thought and emotions. They should

be able to add visual displays to illuminate chosen facts or details. In order to

do so, students will need multiple opportunities to present information to

others and develop

behaviors that will lead to the ability to add appropriate visual displays.

Students will need to engage in behaviors (turn and talk, small group

discussion, and listening and speaking learning centers) that lead to the

expression of complete ideas both verbally and in writing.

Students will also need a purposeful focus throughout ELA on choice-making.

5. Make strategic use of digital media and

visual displays of data to express information and

enhance understanding of presentations.

5. Add drawings or other visual displays to

descriptions when appropriate to clarify ideas, thoughts, and

feelings.

6. Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

6. Produce complete sentences when

appropriate to task and situation.




Reading Speaking and Listening

Knowledge of Language3. (Begins in grade 2)3. Apply knowledge of language to

understand how language functions in different

contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or

listening.




Reading Language

Vocabulary Acquisition and Use6. Use words and phrases acquired through

conversations, reading and being read to, and responding to texts,

including using frequently occurring conjunctions to signal simple

relationships (e.g., because).

6. Acquire and use accurately a range of

general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level;

demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term

important to comprehension or expression.




Reading Language

First Grade Social Studies Standards

BENCHMARK CODE BENCHMARK

SS.1.A.1.1 Develop an understanding of a primary source.

SS.1.A.1.2 Understand how to use the media center/other sources to find answers to questions about a historical topic.


SS.1.A.2.1 Understand history tells the story of people and events of other times and places.

SS.1.A.2.2 Compare life now with life in the past.

SS.1.A.2.3Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements

of the people, events, and our nation's ethnic heritage.

SS.1.A.2.4Identify people from the past who have shown character ideals and principles including honesty, courage, and

responsibility.

SS.1.A.2.5 Distinguish between historical fact and fiction using various materials.


SS.1.A.3.1 Use terms related to time to sequentially order events that have occurred in school, home, or community.

SS.1.A.3.2 Create a timeline based on the student's life or school events, using primary sources.

Strand: AMERICAN HISTORY

Standard 1: Historical Inquiry and Analysis

Standard 2: Historical Knowledge

Standard 3: Chronological Thinking



SS.1.G.1.1 Use physical and political/cultural maps to locate places in Florida.

SS.1.G.1.2 Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes .

SS.1.G.1.3 Construct a basic map using key elements including cardinal directions and map symbols.

SS.1.G.1.4 Identify a variety of physical features using a map and globe.

SS.1.G.1.5 Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico.

SS.1.G.1.6 Describe how location, weather, and physical environment affect the way people live in our community.


SS.1.E.1.1 Recognize that money is a method of exchanging goods and services.

SS.1.E.1.2 Define opportunity costs as giving up one thing for another.

SS.1.E.1.3 Distinguish between examples of goods and services.

SS.1.E.1.4 Distinguish people as buyers, sellers, and producers of goods and services.

SS.1.E.1.5 Recognize the importance of saving money for future purchases.

Standard 1: The World in Spatial Terms

Standard 3: Physical System

Strand: GEOGRAPHY


SS.1.E.1.6 Identify that people need to make choices because of scarce resources.

SS.1.C.1.1 Explain the purpose of rules and laws in the school and community.

SS.1.C.1.2Give examples of people who have the power and authority to make and enforce rules and laws in the school and

community.

SS.1.C.1.3 Give examples of the use of power without authority in the school and community.


SS.1.C.2.1 Explain the rights and responsibilities students have in the school community.

SS.1.C.2.2 Describe the characteristics of responsible citizenship in the school community.

SS.1.C.2.3 Identify ways students can participate in the betterment of their school and community.

SS.1.C.2.4 Show respect and kindness to people and animals.


SS.1.C.3.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways.

Standard 1: Foundations of Government, Law, and the American Political System

Standard 2: Civic and Political Participation

Standard 3: Structure and Functions of Government

Strand: CIVICS AND GOVERNMENT


SS.1.C.3.2 Recognize symbols and individuals that represent American constitutional democracy.

Glossary of Key Terms- ELA Close Read- Reading a short, complex passage carefully, multiple times, with a purpose that

leads to deeper comprehension.

Cloze Passage- A passage that requires students to identify the correct vocabulary words

that have been deleted from the passage.

Domain-specific words and phrases – Vocabulary specific to a particular field of study

(domain), such as the human body (CCSS, p. 32); in the Standards, domain-specific words and

phrases are analogous to Tier Three words (Language, p. 36).

Emergent reader texts – Texts consisting of short sentences comprised of learned sight

words and CVC words; may also include rebuses to represent words that cannot yet be

decoded or recognized; see also rebus.

Evidence – Facts, figures, details, quotations, or other sources of data and information that

provide support for claims or an analysis and that can be evaluated by others; should appear

in a form and be derived from a source widely accepted as appropriate to a particular

discipline, as in details or quotations from a text in the study of literature and experimental

results in the study of science.

Focused question – A query narrowly tailored to task, purpose, and audience, as in a

research query that is sufficiently precise to allow a student to achieve adequate specificity

and depth within the time and format constraints.

General academic words and phrases – Vocabulary common to written texts but not

commonly a part of speech; in the Standards, general academic words and phrases are

analogous to Tier Two words and phrases (Language, p 36).

Independent(ly) – A student performance done without scaffolding from a teacher, other

adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful

student performance done without scaffolding; in the Reading standards, the act of reading a

text without scaffolding, as in an assessment; scaffolding

Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person

narration); more broadly, the position or perspective conveyed or represented by an author, narrator,

speaker, or character.

Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard

is particularly likely to be applied to electronic as well as traditional texts; the standards are generally

assumed to apply to both.

Proficient(ly) – A student performance that meets the criterion established in the Standards as

measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest

a successful student performance done without scaffolding; in the Reading standards, the act of

reading a text with comprehension; see also independent(ly), scaffolding.

Scaffolding – Temporary guidance or assistance provided to a student by a teacher, another adult,

or a more capable peer, enabling the student to perform a task he or she otherwise would not be able

to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own

later on.

Text Coding- Marking a text with symbols in order to examine the structure, key ideas, details or to

examine a specific topic.

Text complexity – The inherent difficulty of reading and comprehending a text combined with

consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty

that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. ; Reading,

pp. xx).

Text complexity band – A range of text difficulty corresponding to grade spans within the

Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades

11–CCR (college and career readiness).

With prompting and support/with (some) guidance and support – See scaffolding

D Description- Words or phrases that evoke an image in the reader's mind or appeal to the five senses.

Codes for Informational Text

DE Definition- When the author defines a term to help the reader understand the concept, idea or topic.

E Expert- Information or quotes from an expert source. This can be an organization, agency or person.

S Statistic- Information that includes quantitative information that may be represented numerically, on tables, graphs or illustrations or using words and phrases.

O Observation/Anecdote- When the author or who the author is citing provides an observation or anecdote that helps or argue his or her claim.

EX Example- A specfic example the author uses to explain or argue a point.

What is Close Reading ? Close reading is a strategy that allows readers to dig deeper into a text by completing some or all of the following:

1. Reading the text (model or independently) to gain a key understanding

of the text.

2. Coding the text for something specific (vocabulary, evidence, opinions,

new information, etc. ) see text codes .

3. Rereading the text & discussion (whole group or small group).

4. Rereading the text to answer questions/ produce a writing task .

E

C

Text Codes

* Important Idea

! This information is interesting or surprising

? I have a question about this word/phrase/idea

Evidence to support my task or thinking

Connection to another text or another idea

SCPS First Grade Literacy Plan 2014-2015

LAFS.1.RF.4.4

Fluency Phonics/ Spelling High-Freq Words Handwriting Conventions

Fresh

Reads

LAFS.1.RL.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5681




Suggested S.S. Sites

Lesson Planning Sheet

Click here for Unit 2

Social Studies

Resources

What would happen if ___?

How would you describe the

sequence of ________? Can

you summarize the plot?

Text Structure Stems How does the author

organize this text? Are there

signals words that help us

understand how this text is

organized?

SCPS Writing Focus: Narrative Writing Unit 2 Click here for SCPS Writing Plan Lessons

Best Friends by Roberta Edwards or other grade-level

school/district approved text.

Text Study Click for teacher guide Click for student guide

Assessm

ent

Options

RWN pgs.

218, 221

RWN pg.

225

Sup

ple

men

tal

Mate

rials

School-

based

fluency re-

sources

Comprehension Toolkit

Strategy Book 1 - Lessons 1-3

G1U2W1 Learning Goal:

Unit High Frequency Standards:

RWN pgs. 223,

230, 232


Students will be able to ask and answer questions and retell a story, using key details from the text.

Standards Click here for Example Scale

Click for

Words

TB

Wri

ting

In the text, "Every Day", Thomas' family uses a schedule to plan out their day. Think about what

you do during the day. Write a paragraph telling about your daily schedule. Refer to the text to

support your ideas.

Rete

ach

/Exte

nsio

n Customized Literacy Guide on the Side Leveled Readers Sleuth

Every Day pgs. 22-23

Reader's Theatre

Kate Goes to the Fun Fest

RWN Pgs.

222, 229,

231

*This unit is expected to be done through shared writing.

Use the Sleuth story "Every Day" - pgs. 22-23

Click here for the Cronological Frame

Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.5.c LAFS.1.RL.1.3

TE pg. 17a-17b Teacher Read Aloud: "Annie

Helps Out"

TE pg. 20b-33 Main Selection: "Max

and Ruby A Big Fish for Max" (Lexile

410) Sequence Questions TE pgs. 26-

27, 28-29 (Chronological Order Look

fors: Now, Soon, First, Next, After,

Before)

TE pg. 34a Big

Book: "Walk Around A

City"

TE pg. 38a Read

Aloud

Anthology: "100t

h Day Worries"

TE

43b Text-Based

Comprehension

DOK Question Stems

Digraphs sh,

th TE, Vowel

a, al pgs.

12a

TE pgs. 12a,

17, 19, 34g

TE pg.

33f

Letters

Ss, Hh

Common Nouns

TE pgs. 17c, 33c,

36a, 41b, 43g

Click for

Words

Click for Archives Site

Click for Smithsonian

Site

Accuracy &

Rate TEpg.

35b

CPALMS

Suggested S.S. Resources

CL p. 80-81

p. 70-71GOTS p. 132, 114

Concept Literacy:My Family (Lexile 120, Guided Reading Level A)

On-Level:Let’s Go to the Zoo (Lexile 10, Guided Reading Level C)

Advanced:Rules at School (Lexile 330, Guided Reading Level I)

ELL/ELD: Picnic Time

S.S.

Sta

nd

ard

s: S

S.1

.C.1

.1

RWN pg.226

Weekly

Assessment/CCR

Assessment/

Teacher-Created

Assessment

RWN pg. 219

pgs. 73-78

TE pg.43f TE pg. 20b-20cTE pg. 33b, Graphic

Organizer 22

http://www.cpalms.org/Public/PreviewStandard/Preview/5681




http://www.weebly.com/uploads/2/5/9/9/25995806/crqplanningsheet.pdf

http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/ssgr1unit_2.docx



http://scpswriting.weebly.com/first-grade-instructional-plans.html

http://www.weebly.com/uploads/2/5/9/9/25995806/bestfriendste.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/bestfriendsse.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.1.rl1.11.22.5-unit2-1.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/rdg13_fstop_g1_wlists.doc


http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_chronological_order_series_of_events.docx





http://www.archives.gov/


LAFS.1.RF.4.b

Fluency Phonics/ Spelling High-Freq

Words Handwriting Conventions

Fresh Reads

RL.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5681




Click here for SCPS Writing Plan Lessons


Site


Social Studies

Resources



In the text, "A Mentor for James", James was worried about getting help from a

mentor. Write a paragraph telling the effect of James using a math mentor. Refer to

the text to support your ideas.

Guide on the Side Leveled Readers


Appro-priate

Phras- ing TE

67b

LAFS.1.RL.1.2

TE pg. 49a-49b Teacher Read Aloud:

"Jimmy's Lesson"

Can you explain how ____ affected

______?

Can you elaborate on the reason

_______? How is ____ related to

_______ ?

Text Structure Stems

How does the author organize this

text? Are there signals words that

help us understand how this text is

organized?



TE pg. 52b+D2:X16-65 Main

Selection: "The Farmer in the

Hat" (Lexile 380) Cause and

Effect Questions Questions TE

pgs. 58-59, 64-65 (Cause &

Effect Keyword Look Fors:

Since, Therefore, If…then, This

led to)

TE pg. 66a Big


City"

TE pg.70 Read

Aloud

Anthology: "Iris

and Walter: The

School Play"

TE

77b Text-Based

Comprehension

DOK Stems

Sleuth: A Mentor for

James pg.24-25

Reader's Theatre

Kate Goes to the Fun

Fest


GOTS p. 132, 114

Concept Literacy:At School (Lexile 100, Guided Reading Level A)

On-Level:A Class (Lexile 30, Guided Reading Level C)

Advanced:School: Then and Now (Lexile 440, Guided Reading

Level L) ELL/ELD: It Is Time to Get In Line

S.S.

Sta

nd

ard

s: S

S.1

.C.1

.1

Use the TB Writing to

monitor progress

Weekly

Assessment/CCR

Assessment/

Teacher-Created

Assessment

TE pg.65b, Graphic

Organizer 25

CPALMS

Customized Literacy


Use the Sleuth story "A Mentor for James" - pgs. 24-25

Click here for the Cause and Effect Kindergarten Frame

Click here for the Cause and Effect First Grade Frame

Rete

ach

/Exte

nsio

n

RWN

pgs. 241

CL p. 80-81

p. 70-71


SCPS Writing Focus: Narrative Writing Unit 2

Sup

ple

men

tal

Mate

rials

School-based

fluency re -

sources


Sleuth

Text Study Click for student guideClick for teacher guide

Best Friends by Roberta Edwards or other grade-

level school/district approved text.

Assessm

ent

Options

TE Pg. 77f RWN pg. 242 TE pgs,52b-52c

RWN pags.

237,

245, 247

RWN pgs.

234

RWN pgs.

239, 246, 248

Learning Goal:


G1U2W2


pgs.79-84

Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.1.j

Long a: a_e TE

pg. 44a

TE pgs.

44a, 49,

51, 66gTE pg.

65f Pp

Proper Nouns

TE pgs. 49c,

65c, 68a, 75c,

77g

Click for

Words

Click for

Words

TB

Wri

ting











http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_cause_and_effect_frame.docx












LAFS.1.RF.4.4.b


Fresh Reads





In the texts, "Let's Build a Park" and "Who Works Here?", citizens work together to make their

community better. Write a paragraph comparing how the communities are alike. Refer to the

texts to support your ideas.


S.S.

Sta

nd

ard

s: S

S.1

.C.1

.1


monitor progress

Weekly Assessment/CCR

Assessment/ Teacher-

Created Assessment




TE pg.95b, Graphic

Organizer 18


TE pg. 83a, RWN pg.251

Learning Goal:


G1U2W3

Click for

Words




Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.1, LAFS.1.L.2.a LAFS.1.RL.1.2, LAFS.1.RL.2.5

TE pg. 83a-83b Teacher Read Aloud: "Too

Much Trash"

TE pg. 86b-95 Main Selection:

"Who Works Here?" (Lexile:

210) Author's Purpose

Questions TE pgs. 88-89, 94-

95

TE pg. 96a Big


City"

TE pg. 100a Read Aloud

Anthology: "How a City

Grows" TE 103b Text-

Based Comprehension

DOK Stems

Long i: i_e TE

pg. 78a

TE pgs. 78a,

83, 85, 96g TE pg.

95f Ww


Social Studies

Resources


Special Titles

TE pgs. 83c,

95c, 98a,

101c, 103g

What can you say about?

What is your interpretation

of this text? What evidence

helps you draw conclusions

about the author's purpose?


pgs. 85-90

Best Friends by Roberta Edwards or other grade-level

school/district approved text.



Site

Rete

ach

/Exte

nsio

n

Customized Literacy Guide on the Side Leveled Readers Sleuth

Sleuth: Let's Build a Park,

pgs. 26-27

Reader's Theatre


Fest

CL p. 80-81

p. 70-71GOTS p. 132, 114

Concept Literacy:In My Neighborhood (Lexile 190d Level A)

On-Level:Look at My Neighborhood (Lexile BRd Level C)

Advanced:Mom the Mayor (Lexile 410l I)ELL/ELD: People Work

Assessm

ent

Options

TE pg. 103f

Sup

ple

men

tal

Mate

rials

School-based

fluency

resources

CPALMS

RWN

pgs. 254, 261,

263

RWN pg. 250RWN

pg. 257

RWN

pgs. 255, 262,

264

Click for

Words

TB

Wri

ting


Use the Sleuth story "Let's Build a Park" - pgs. 26-27 and

the main selection "Who Works Here?" pgs. 86-95

Click here for the Compare Frame


Appro-priate

Phras- ing TE

97b
















http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_compare.docx







LAFS.1.RF.4.4.b

FluencyPhonics/

Spelling High-Freq Words Handwriting Conventions

Fresh Reads






Accu-racy

and Rate TE

129b

Click for

Words


How does the author




organized?


sequence of_____?

How would you summarize?

What details help you

understand the sequence of

events?



TB

Wri

ting


Use paired selection "We Are Safe Together" - pgs. 132-135 and the main selection "The Big

Circle" pgs. 112-127


Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.5.c, LAFS.1.L.1, LAFS.1.L.2.a LAFS.1.RL.1.3

TE pg. 109a-109b Teacher Read

Aloud: "A Clever Trick"


"The Big Circle" (Lexile 350)

Sequence Questions TE pgs. 114-

115, 120-121, 124-125

(Chronological Order Look-fors:

Now, Soon, First, Next, After, Before)

TE pg. 128a Big Book: "A

Frog in the Bog"


Anthology: "Grandma

Elephant's in Charge"

TE 137b Text-Based

Comprehension

DOK Stems

Long o: o_e

TE pg. 104a

TE pgs. 104a,

109, 111,

128gTE pg.

127e Tt

Proper

Nouns: Days,

Months,

Holiday TE

pgs. 109c,

127b, 130a,

135b, 137gClick for

Words

In the texts, "We Are Safe Together" and "The Big Circle" , animals protect each other to stay safe.

Write a paragraph telling how the two stories are alike. Refer to the texts to support your ideas.


Assessm

ent

Options

TE 137fTE pg. 109a, Graphic

Organizer 21

Rete

ach

/Exte

nsio

n Customized Literacy Sleuth

Sleuth: Dinosaur Day

pgs.28-29


Fest

Reader's Theatre

Pg. 91-96

RWN

pgs. 270,27

7, 279

RWN pgs.

271, 278, 280

RWN pg.

273RWN

pgs. 266, 269


CPALMS



Social Studies

Resources


GOTS p. 132, 114

Concept Literacy:Animals Work Together (Lexile 110, GuidedReading Level A)

On-Level:The Dinosaur Herds (Lexile 100, Guided Reading Level D)

Advanced:The Dinosaur Detectives (Lexile 540, GuidedReading Level I)

ELL: A Dolphin’s Day

S.S.

Sta

nd

ard

s: S

S.1

.C.1

.1

RWN pg. 272



Created Assessment

TE pg. 127a,

Graphic Organizer

23

RWN pg. 267



Site

Learning Goal:


G1U2W4


Sup

ple

men

tal

Mate

rials

School-based

fluency

resources







CL p. 80-81

p. 70-71























LAFS.1.RF.4.b


Fresh Reads





Unit High Frequency Standards: LAFS.1.RL.1.1 , LAFS.1.Rl.1.2, LAFS.1.Rl.2.5

Learning Goal: Students will be able to ask and answer questions and retell a story, using key details from the text.


Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.5.c, LAFS.1.L.1, LAFS.1.L.2.d LAFS.1.RI.1.2, LAFS.1.RI.1.8

TE pg. 143a-143b Teacher Read

Aloud: "The Life of an Oak Tree"


"Life in the Forest" (Lexile:

370) Author's Purpose


155


Frog in the Bog"


Anthology: "Why Beavers

Love Wolves"

TE 169b Text-Based

Comprehension

DOK Stems

Long u: u_e

TE pg. 138a

TE pgs. 138a,

143, 145,

160gTE pg.

159f Dd

Singular and

Plural Nouns

TE pgs. 143c,

159c, 162a,

167b,168g

How is _____ related to

______?

What do you notice about

______? What facts or ideas

show the author's purpose?Click for

Words

Click for

Words

SCPS Writing Focus: Narrative Writing Unit 2 Click here for SCPS Writing Plan Lessons

pg. 97-102

TB

Wri

ting


Use the main selection "Life in the Forest" pgs. 146-159 and the paired selection "A Mangrove

Forest"- pgs. 164-167

Click here for the Contrast Frame

Sup

ple

men

tal

Customized Literacy Guide on the Side Leveled Readers Sleuth

Sleuth: The Friendly Catcus

Pgs.30-31

Reader's Theatre


Fest

How are the forests in "Life in the Forest" and “A Mangrove Forest”

different? Write a paragraph using details from the text supporting how the forests are

different.

Rete

ach

/Exte

nsio

n Suggested S.S. Resources

CL p. 80-81

p. 70-71GOTS p. 132, 114

Concept Literacy:In the Forest (Lexile 120, Guided Reading Level A)

On-Level:People Help Around the Forest (Lexile BR, GuidedReading Levl D)

Advanced:All About Food Chains (Lexile 350, GuidedReading Level I)

ELL/ELD: In the Lake

S.S.

Sta

nd

ard

s: S

S.1

.C.1

.1


monitor progress



Created Assessment

RWN pg. 290


Social Studies

Resources



Click for teacher guide Click for student guide



Phras- ing

TEpg.161b

CPALMS



Site

G1U2W5

Assessm

ent

Options

TE 69f TE pg. 143a, RWN pg. 283 TE 159a & 159b

RWN

pgs. 286,

293, 295

RWN pg. 282RWN pg.

289

RWN pgs.

287, 294, 296

School-based

fluency

resources



Text Study











http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_contrast_frame.docx












LAFS.1.RF.4.4b

FluencyPhonics/


Fresh Reads





G1U2W6

Click here for Unit 2 Social

Studies Resources



How does the author organize

this text? Are there signals words

that help us understand how this

text is organized?

How would you compare _____?

Contrast?

How is _____ related to ______?

Unit High Frequency Standards: LAFS.1.RL.1.1 , LAFS.1.Rl.1.2, LAFS.1.Rl.2.5

Learning Goal: Students will be able to ask and answer questions and retell a story, using key details from the text.


Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.2.2d, LAFS.1.RF.3.3, LAFS.1.RI.1.3

TE pg. 175a-176b Teacher

Read Aloud: "Ants Working

Together"

TE pg. 178b-193 Main

Selection: "Honey Bees"(Lexile

380) Compare and Contrast

Questions TE pgs. 180-181,

184-187 (Keyword Look-

fors:Same as, Alike, Both,

Similar)


Frog in the Bog"


Anthology: "The Ant Parade" TE

201b Text-Based Comprehension

DOK Stems

Long e:

e, ee TE

pgs.

170a

TE pgs.

170a, 175,

177, 194gTE pg.

193e Bb

Nouns in

Sentences TE

pgs. 175c,

193b, 196a,

199c, 201g

Click for

Words


In "Honey Then and Now" it discusses the variety of ways honey has been used throughout the

years. Write a sequence paragraph using details from the text the different ways honey has been

used.


Sleuth: Honey Then

and Now pgs. 32-33

Sleuth Reader's Theatre

Kate Goes to the Fun Fest

CPALMS


CL p. 80-81

p. 70-71

GOTS p. 132,

114

Concept Literacy:Ants and Peopl e (Lexile 90, GuidedReading Level A)

On-Level:Honey (Lexile 270, Guided Reading Level D)

Advanced:Bees and Beekeepe rs (Lexile 570, GuidedReading Level I)

ELL/ELD: Bees and Flowers

S.S.

Sta

nd

ard

s: S

S.1

.C.1

.1


monitor progress

Weekly Assessment/CCR Assessment/

Teacher-Created Assessment - End of

Unit Assessment & Oral Fluency Check




RWN pg. 306TE pg. 175a, RWN

pg.299

Customized Literacy

RWN

pgs.302,

309, 311

RWN pg.

298

RW

N p

g. 3

05

RWN pgs.

302, 310, 312

SCPS Writing Focus: Informational Text (Unit 2)

Assessm

ent

Options

TE pg. 201dClick for Archives Site

Click for Smithsonian Site

Sup

ple

men

tal

Mate

rials

School-based

fluency

resources

Click for

Words

TB

Wri

ting


Use the Slueth story "Honey Then and Now" pgs. 32-33

Click here for the Chronological Frame




Rete

ach

/Exte

nsio

n

pgs. 103-108

Phras- ing

TEpg.161b





















LAFS.1.RF.4.4.b


Fresh Reads

LAFS.1.RL.1.1

LAFS.1.RL.1.2


Sup

ple

men

tal

Mate

rials

Click for teacher pages Click for student pages

Mama's Little Ducklings by Marjorie Parker or other

grade-level school/district approved text.


RWN pgs.

314, 325, 313

RWN pgs.

318, 327

SCPS Writing Focus: Informational Text (Unit 2) Click here for SCPS Writing Plan Lessons

Assessm

ent

Options

RWN pg.

321

Sleuth: A New School

Home pgs. 36-37

Reader's Theatre

Flowers in January

Text Study


Fresh Reads

109-114

DOK Stems

In the text "My Neighborhood, Then and Now", Emily describes her neighborhood. Write an

informational paragraph that compares or contrasts Emily's neighborhood with your school

neighborhood. Use evidence from the text to support your ideas.


Suggested S.S. ResourcesLeveled Readers

CL p. 88-89

Text Structure Stems How does the author




organized?


sequence__? What

inferences can you make

from ______?

What can you say about_?

S.S.

Sta

nd

ard

s: S

S.1

.A.2

.2 ,S

S.1

.A.3

.2



Social Studies

Resources


Visit CPALMS website for other standards based instruction support

Sleuth


G1U3W1

GOTS p. 124

LAFS..1.RL.1.3

Unit High Frequency Standards: LAFS.1.RL.1.3 & LAFS.1.RL.2.5

Learning Goal: Students will be able to describe and identify the elements of a story and describe how these stories

are different from informational text.

Guide on the Side

CPALMS

Re

sou

rce

sR

ea

din

g S

tree

t

LAFS1.L.1.2d LAFS1.L.3.5c LAFS1.L.1.1e

Click for

Words

vowel

sounds of y,

TE pg.16

TE pg. 12a

and pg. 17,

19, 34g

TE pg.43dRWN pgs.

319, 328

Rete

ach

/Exte

nsio

n

TB

Wri

ting


Use the paired selection "My Neighborhood, Then and Now" - pgs. 38-39


Click here for the Contrast Frame

TE pg.

33f Yy

Action Verbs

TE pg. 17c,

33c, 36a,41b,

43g

TE pg. 17a-17b Teacher Read Aloud:

"We're Moving" *Graphic Organizer 21



Site

Accu- racy

and Rate TE

pg. 35b

TE pg. 20b-33a Main

Selection: "A Place to Play"

(Lexile 390)Sequence


29, 32-33

Concept Literacy:Surprise, Surprise! (Lexile 130, Guided Reading

Level B)On-Level:Special Days, Special Food (Lexile 630, Guided

ReadingLevel J)Advanced:Cascarones Are for Fun (Lexile 650, Guided

Reading

Level M)ELL/ELD: The Surprise Box

Graphic Organizer 21

Click for

Words

TE pg. 20b-33a Main

Selection: "A Place to

Play" Close Read TE pg.

32-33 (Chronological

Order Look-fors: Now,

Soon, First, Next, After,

Before)


Anthology: "Out in the

Country"

Strategy Book 3 - lesson 8, p. 2; lesson 9, p. 16; lesson 10,

p. 34; lesson 11, p. 48; Strategy Book 5 - lesson 16, p. 2;

lesson 17, p. 16; lesson 19, p. 32

School-based

fluency

resources

Graphic Organizer 22Use the TB Writing to

monitor progress



Created Assessment

Customized Literacy


http://www.weebly.com/uploads/2/5/9/9/25995806/mamasducklingte.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/mamasducklingse.pdf


http://www.weebly.com/uploads/2/5/9/9/25995806/ssgr1unit3.docx




http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.k.rl1.3__rl.2.5-unit3-1.docx











LAFS.1.RF.4.4.b

Fluency Phonics/ Spelling Phonics/ Spelling Handwriting Conventions

Fresh Reads




RWN pg.

337


School-based

fluency

resources

Text Study




Unit High Frequency Standards: LAFS.1.RL.1.3 & LAFS.1.RL.2.5

Learning Goal: Students will be able to describe and identify the elements of a story and describe how these stories are

different from informational text.


Sleuth

Sleuth: A Happy Ending pgs.

38-39

Reader's Theatre

LAFS.1.RL.1.9

DOK Stems

What conclusions can you draw from

these two texts? How are __alike?

Different? How would you compare

___? Contrast___?

In the text "A Happy Ending", an ugly duckling grows up to be a beautiful swan. Write an

informational paragraph that compares Ruby and the ugly duckling.

Use evidence from the text to support your ideas.

TE pgs 52b-73a Main Selection:

"Ruby in her Own Time" (Lexile

460) Compare and Contrast

Questions: pgs. 56-57, 60-61, 66-

67, 68-69

TE pgs. 78-81 "The Ugly

Duckling" Graphic

Organizer 28 Compare

and Contrast "Ruby in

Her Own Time" and "The

Ugly Duckling"

Flowers in January

RWN pgs.

330

RWN pgs.

334, 341,

343

Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.1.2d LAFS.1.1L3.5c, LAFS1.L.1.1c LAFS.1.L.1.1e

Click for

Words

consonant

patterns

ng,nk

TE pgs. 44a,

49, 51, 74g

TE 83f RWN pgs. 335

Rete

ach

/Exte

nsio

n

Assessm

ent

Options

TB

Wri

ting

S

up

ple

men

tal

Mate

rials



Click here for Unit 3 Social

Studies Resources



Anthology: "Hermia's

Shell" TE pg. 83b Text-

Based Comprehension

Compare and Contrast

Graphc Organizer 28


Use the Sleuth story "A Happy Ending" pgs. 38-39 and the main selection "Ruby in Her Own

Time" pgs. 52-73

Click here for the Ugly Duckling Compare Frame

TE pg.

73f Kk

Verbs that

add -s pgs.

49c, 73c, 76a,

81b, 83g

TE pgs 49a-49b Teacher Read

Aloud: "Something Else to Do".

Graphic Organizer 28.

CL p. 88-89 GOTS p. 124

Click for

Words

Concept Literacy:I Can Read (Lexile 190, Guided Reading Level A)

On-Level:Mac Can Do It! (Lexile 140, Guided Reading Level D)

Advanced:Paul’s Bed (Lexile 550, Guided Reading Level J)

ELL/ELD: Ana and Her Bike

Appro-

priate Phras

ing TE

pg. 75b

Customized Literacy

Pg. 115-120

G1U3W2


Click for Smithsonian Site


RWN pg. 331 RWN pg. 338TE pg.73b, Graphic

Organizer 23



Created Assessment

Guide on the Side

CPALMS

Leveled Readers





S.S.

Sta

nd

ard

s: S

S.1

.A.2

.2 ,S

S.1

.A.3

.2











http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_ugly_duckling_compare_frame.docx








LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads




RWN pg.

353

RWN pgs.

346,

RWN pgs.

350, 357

School-

based

fluency

re-

sources

Text Study




RWN pg. 347 RWN pg.354Use the TB Writing to

monitor progress

pgs. 121-

126

Sleuth: Is Your Polar Bear

Happy? pgs. 40-41

S.S.

Sta

nd

ard

s: S

S.1

.A.2

.2 ,S

S.1

.A.3

.2



Social Studies

Resources



Assessment/ Teacher-Created

Assessment

GOTS p. 124

CPALMSComprehension Toolkit Strategy Book 3 - lesson 8, p. 2; lesson 9, p. 16; lesson 10, p. 34;

lesson 11, p. 48; Strategy Book 5 - lesson 16, p. 2; lesson 17, p.

16; lesson 19, p. 32

CL p. 88-89

Concept Literacy:Animals Change (Lexile 150, GuidedReading Level A)

On-Level:Big Wishes and Her Baby (Lexile 260, GuidedReading Level E)

Advanced:Britton Finds a Kitten (Lexile 500, GuidedReading Level J)

ELL/ELD: Kittens Grow Up


Sup

ple

men

tal

Mate

rials

Flowers in January

Reader's Theatre Suggested S.S. ResourcesGuide on the Side Leveled Readers

Appropriat

e Phrasing

TE pg.

107b





TE pg

105 Rr

Verbs that do

not add -s TE

pg 89c, 105c,

108a, 115c,

117g

TE pgs. 89a-89b Teacher Read

Aloud: "The End of Summer"

Sleuth


Customized Literacy

LAFS.1.RL.1.1

DOK Stems

What facts would you select

to support __? What would

happen if __? What

conclusions can you draw__?

How do the photos help you

understand ______?

In the text "The Class Pet", the class gets a mouse for a pet. Write a paragraph explaining why mice

would make good class pets.


TE pgs. 90a Big Book: "Mr. George

Baker"

TE pgs. 92b-105a Main

Selection: "The Class

Pet" (Lexile 530) TE pgs.

94-95, 100-101 Fact and

Opinion Questions

TE pgs. 110a Read Aloud

Anthology: "Pup Grows Up"

Click for

Words

G1U3W3



Site

Re

sou

rce

sR

ea

din

g S

tree

t

LAFS .1.L.1.2d, LAFS 1.L.3.5c LAFS1.L1.1 LAFS1.L.1.1e

Click for

Words

endings -

es, plural -

es TE pg.

84a

TE pg. 84a,

89, 91, 106g

TE 117fRWN pgs.351,

360

Rete

ach

/Exte

nsio

n

Assessm

ent

Options

TB

Wri

ting


Use the main selection "The Class Pet" pgs. 92-105.

Click here for the Claim Evidence Frame















http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_claim_evidence_reasoning-_tdq_graphic_organizer.docx




LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads




RWN pg. 370

Concept Literacy:Changes in the Garden (Lexile 90, GuidedReading Level A)

On-Level:Plans Change (Lexile 260, Guided Reading Level E)

Advanced:All About the Weather (Lexile 340, Guided ReadingLevel J)

ELL/ELD: Grow Tomatoes


RWN pg. 363Use the TB Writing to

monitor progress



Created Assessment

Comprehension Toolkit CPALMS




TE 142a Big Book: "What

Makes the Seasons?"


Anthology: "Jack and the

Beanstalk"



Social Studies

Resources



S.S.

Sta

nd

ard

s: S

S.1

.A.2

.2 ,S

S.1

.A.3

.2




Click here for Example Scale

TE 123a-123b Teacher Read Aloud:

"Carlee's Garden"

CL p. 88-89

Suggested S.S. ResourcesLeveled Readers

GOTS p. 124

LAFS.1.RL.1.1, LAFS.1.RL.1.3, LAFS.1.RL.1.7

DOK Stems

What interpretation can be

drawn from these three

texts? How are__alike?

Different? What evidence

can you find that proves

_______?In the text "Growing Plants", students learn how to start a garden. Write an informational paragraph

explaining the steps to grow a garden.


Rete

ach

/Exte

nsio

n

Click for

Words

pgs. 127-132

Customized Literacy Guide on the Side

Letter

Cc/Lette

r

Spacing

Verbs for past

and future TE

pgs. 123c,

141b, 144a,

147c, 149g

TE 126b-141 "Frog and Toad

Together" TE 128-129, 138-139

Author's Purpose Questions

Rea

din

g S

tree

t

LAFS.1.L.1.1b/LAFS.1.L.3.f/LAFS.1.L.1.1e

Click for

Words

Adding

Ending -ed

TE pg. 118a

Vowel Con-

trolled AR TE

124d

TE pgs. 118a,

123, 125,

142g

Expres- sion

and Intona-

tion TE pg.

143b

Click for student pagesSchool-

based

fluency re-

sources

RWN pg.

369



Standards

RWN pgs. 367



G1U3W4



Site

TB

Wri

ting

Re

sou

rce

s


Use the paired selection "Growing Plants" pgs. 146-147.

Click here for the Chronological Frame (Steps in a Process)

A Magical Garden pgs.

42-43Flowers in January

Sup

ple

men

tal

TE 149f

RWN

pgs. 366,

373

RWN pgs.

362

Assessm

ent

Options

Text Study

Click for teacher pages














http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_chronological_order_steps_in_a_process.docx





LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads




RWN

pgs. 382,

389, 391

RWN pg.

385


RWN pg.380RWN pg. 378

Click for

Words

Expression and

Intonation TE pg.

175b



Social Studies

Resources


Reader's Theatre

Flowers in January


sequence of __? What facts

would you select to

support__? Can you

elaborate on the reason?

How does this story compare

with the other text _____

that we've read?In the text "I'm a Caterpillar", we learn about the life cycle of a butterfly. Write a paragraph

explaining your opinion whether the caterpillar, or butterfly, works harder. Use evidence from the

text to support your ideas.


Use the main selection "I'm a Caterpillar" pgs. 158-173.

Click here for the Opinion Frame

G1U3W5LAFS.1.RL.1.3 & LAFS.1.RL.2.5





LAFS.1.RI.1.3

DOK Stems

TE 158b-173 Main Selection: "I'm

a Caterpillar" TE 160-161, 164-

165, 166-167 Fact and Opinion

Questions

TE pg. 174a Big Book:

"What Makes the

Seasons?"


Anthology: "Song of the

Cicada" TE pg. 181b Text-

Based Comprehension

Review

TE 155a-155b Teacher Read Aloud:

"Fern's Wild Job"

Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.d,e, LAFS.1.L.1.e, LAFS.1.L.2.b

Click for

Words

r-

controlle

d vowels

ir, er, ur

TE pg.

150a

TE pgs. 150a,

155, 157,

174g

TE pg.181f RWN pgs 383

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials

Assessm

ent

Options

TB

Wri

ting

Sleuth

A New Family pgs. 44-

45

TE pg.

173e Vv

Verbs (am, is,

are, was,

were) TE pgs.

155c,

173b,176a,

179c, 181g


Customized Literacy

pgs. 133-138

Text Study

School-based

fluency re-

sources


CL p. 88-89

Mama's Little Ducklings by Marjorie Parker or

other grade-level school/district approved text.

Archives site

Smithsonian


S.S.

Sta

nd

ard

s: S

S.1

.A.2

.2 ,S

S.1

.A.3

.2

TE pg.173a, Graphic

Organizer 4RWN pg. 379 RWN pg. 384



Created Assessment

Guide on the Side

CPALMS

Leveled Readers


Strategy Book 3 - lesson 8, p. 2; lesson 9, p. 16; lesson 10, p.

34; lesson 11, p. 48; Strategy Book 5 - lesson 16, p. 2; lesson

17, p. 16; lesson 19, p. 32


Concept Literacy:Caterpillars Change (Lexile 90, GuidedReading Level A)

On-Level:Let’s Visit a Butterfly Greenhouse (Lexile 180, GuidedReading Level E)

Advanced:Learn About Butterflies (Lexile 510, GuidedReading Level J)

ELL/ELD: My Apple Tree

GOTS p. 124









http://www.weebly.com/uploads/2/5/9/9/25995806/grade_1_opinion_frame.docx









http://www.smithsoniansource.org/



LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads








Rete

ach

/Exte

nsio

n Customized Literacy


Guide on the Side

Expres-sion

and Into-

nation TE

pg. 209b

Sleuth

What If I Hibernated?

pgs. 46-47

Reader's Theatre

Flowers in January pgs. 139-

144

G1U3W5

Re

sou

rce

sR

ea

din

g S

tree

t

LAFS.1.L.2.d,e, LAFS.1.L.1e, LAFS.1.L.2.b LAFS.1.RL.1.1, LAFS.1.RL.1.3

DOK Stems

Comparit

ive

Endings -

er, -est

TE pg.

182a

TE pgs. 182a,

187, 189,

208g, 212iTE pg.

207f Jj

Contractions

with Not TE

pgs. 187c,

207c, 210a,

215b, 217g

What conclusion can be

drawn from____? Can you

predict the outcome? What

inferences can you make?

Which words/phrases

support your conclusions?

Click for

Words

Click for

Words

TB

Wri

ting


Use the Sleuth story "What If I Hibernated?" pgs. 46-47.

Click Here for the Cause and Effect Frame

In the text "What If I Hibernated?", a girl thinks about what it would be like if she hibernated like

animals. Write a paragraph explaining what the effects would be, if the little girl could hibernate.


TE pgs. 187a-187b Teacher Read Aloud:

"Home Sweet Home"

Leveled Readers

CPALMS

TE pgs. 190b-207 Main Selection:

"Where are my Animal Friends"

TE pgs. 192-193, 194-195, 200-

201, 204-205 Drawing Conclusion

Questions


CL p. 88-89 GOTS p. 124

Concept Literacy:In the Winter (Lexile 90, Guided Reading Level A)

On-Level:Seasons Come and Go (Lexile 170, Guided ReadingLevel E)

Advanced:Monarchs Migrate South (Lexile 540, GuidedReading Level J)

ELL/ELD: As White as Snow


Anthology: "Busy, Busy,

Moose"

TE pg. 217b Text-Based

Comprehension

S.S.

Sta

nd

ard

s: S

S.1

.A.2

.2 ,S

S.1

.A.3

.2



Social Studies

Resources





Assessm

ent

Options

TE 181fRWN pg. 399,

408

Strategy Book 3 - lesson 8, p. 2; lesson 9, p. 16; lesson 10, p.

34; lesson 11, p. 48; Strategy Book 5 - lesson 16, p. 2; lesson

17, p. 16; lesson 19, p. 32


RWN pg. 395TE pg.207b, Graphic

Organizer 5



Created Assessment - End of

Unit Assessment & Oral

Fluency Check

RWN pg.402



Site

Sup

ple

men

ta

l M

ate

rials

School based

fluency

resources

Text Study


Mama's Little Ducklings by Marjorie Parker or

other grade-level school/district approved text.

RWN pg.

401RWN pg.394

RWN

pg. 398,

405, 407



















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads


LAFS.1.RL.1.3 http://www.cpalms.org/Public/PreviewStandard/Preview/5683Suggested S.S. Sites


Social Studies

Resources

Lesson Planning

Sheet


Show and Tell Day

Text Study

Click here for teacher guide Click here for student pages

Johnny Appleseed by Patricia Demuth or other

grade-level school/district approved text

RWN pg. 411

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials

School-based

fluency

resources

Assessm

ent

Options

Customized Literacy Guide on the Side Leveled Readers

RWN

pgs. 415, 422,

424

TB

Wri

ting

R

ea

din

g S

tree

t

LAFS.1.L.1.1b/LAFS.1.L3.5c/LAFS.1.L.1.1F LAFS.1.RL.1.1, LAFS.1.RL.1.3

DOK Stems

What can you say about the

main character? What

conclusions can you draw__?

Can you explain what is

happening… ?

In the text "Cook Up a Surprise", the students make a recipe book for their teacher for her birthday.

Write a paragraph stating your opinion as to whether the teacher felt this was a good gift or not. Use

evidence from the text to support your ideas.

Use the Sleuth story "Cook Up a Surprise" - pgs. 50-51


TE pg.

43e Mm

Adjectives TE

pgs. 17c, 43b,

46a, 49c, 51g


Aloud: "A Dinner Surprise"


"Mama's Birthday Present" (Lexile:

450) TE pgs. 22-23, 30-31, 34-35, 40-

41 Draw Conclusions Questions

(Cause/Effect Keyword Look-Fors:

So, Because, This led to, )

Unit High Frequency Standards: LAFS.1.RI.1.1 & LAFS.1.RI.1.2 or LAFS.1.RL.1.1 & LAFS.1.RL.1.3

Learning Goal: Students will be able to retell the main idea of an informational text and use key details when retelling

(informational) or Students will be able to ask and answer questions about key details in texts including setting,

Standards Click here for Example Inf. Scale Click her for Example Lit. Scale

RWN pg.

417

Strategy Book 1 - lesson 2, p. 18;

lesson 3, p. 32


Anthology: "Treasures of the

Heart" TE 51b Text-Based

Comprehension

TE 51f

Expression and

Intonation TE

pg. 45b

RWN

pgs. 414,

421, 423

RWN pg. 410

Cook Up a Surprise pgs.

50-51

Sleuth

Click for

Words

Click for

Words

Vowel

Diagraph

s ai, ay

TE pg.

12a

TE pgs. 12a,

17, 19, 44g

Reader's Theatre


"Out of the Ocean"


G1U4W1

Click for Archives

Site

Click for

Smithsonian Site

Re

sou

rce

s


S.S.

Sta

nd

ard

s: S

S.1

.C.3

.2 ,

SS.1

.G.1

.2 ,S

S.1

.G.1

.3

CPALMS

pgs. 145-150 CL - 100-101 GOTS - p. 140

Concept Literacy:Surprise, Surprise! (Lexile 130, Guided ReadingLevel B)

On-Level:Special Days, Special Food (Lexile 630, Guided ReadingLevel J)

Advanced:Cascarones Are for Fun (Lexile 650, Guided ReadingLevel M)

ELL/ELD: The Surprise Box

RWN pg.418 TE pg. 51j Use the TB Writing to

monitor progress



Assessment










http://www.weebly.com/uploads/2/5/9/9/25995806/appleseedte.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/appleseedse.pdf



https://seminoleschools-my.sharepoint.com/personal/chryslcm/Desktop/Final Scales_IP/SCALE for LAFS.RI1.1&1.2-Unit4-1.docx

https://seminoleschools-my.sharepoint.com/personal/chryslcm/Desktop/Final Scales_IP/Scale LAFS.RL.1.1&1.3-Unit4-1.docx








LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads




Click here for Example Inf. Scale Click her for Example Lit. Scale

SCPS Writing Focus: Opinion Writing Click here for SCPS Writing Plan Lessons

LAFS.1.RL.3.7, LAFS.1.RL.1.3

DOK Stems

What can you say about? Can

you explain how ___ affected

___? Can you predict the

outcome? How could you

change the ending?

Using the texts "Cinderella" and "Anarosa, have the students compare the two texts. Write a

paragraph telling how these two texts are alike.


Use the paired selection "Anarosa" - pgs. 82-85 and the main selection "Cinderella" pgs. 60-

77


TE pg.

77f Ll

Adjectives for

colors and

shapes TE

pgs. 57c, 77c,

80a, 85b, 87g

TE pgs. 57a-57b Teacher Read Aloud: "A

Rainy Saturday Afternoon"

Assessm

ent

Options

TE pgs. 60b-77

Main Selection: "Cinderella"

(Lexile:350) TE pgs. 66-67, 70-71,

76-66, Theme Questions


"Out of the Ocean"


Anthology: "Princess

Clarabelle" TE 87b Text-

Based Comprehension


Learning Goal: Students will be able to retell the main idea of an informational text & use key details when retelling (informational) or Students will

be able to ask & answer questions about key details in texts including setting, plot, & comparing & contrasting characters (Literature).

Reader's Theatre

Click for

Words

TB

Wri

ting

Standards

G1U4W2

S.S.

Sta

nd

ard

s: S

S.1

.C.3

.2 ,

SS.1

.G.1

.2 ,S

S.1

.G.1

.3

TE pg.77b, Graphic

Organizer 5RWN pg.434



Created Assessment



lesson 3, p. 32

RWN pg.427



Social Studies

Resources





Site


CPALMS

Leveled Readers

CL - 100-101 GOTS - p. 140

Concept Literacy:Special Stories (Lex 220, Guided Rdg Lev B)

On-Level:The Art Show (Lexile 230, Guided Reading Level F)

Advanced:Jamie’s Jumble of Junk (Lex 390, Guided Rdg Lev J)

ELL/ELD: Cinderella Goes to the Ball

RWN pg. 440

Show and Tell Day

Text Study




The Shoemaker and the

Elves pgs. 52-53

Re

sou

rce

s

Accuracy

and Rate TE

pg. 79b

RWN

pgs. 430,

437, 439

RWN pg. 428RWN pg.

433

pgs. 151-

156

Rea

din

g S

tree

t

LAFS.1.L.1.1d/LAFS.1.L.3.5c/LAFS.1.L.1.1f

Click for

Words

Vowel

Diagraph

ea TE pg.

52a

TE pgs. 52a,

57c, 77c, 80a,

85b, 87g

TE 87f

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials

School-based

fluency

resources

Sleuth





















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads

LAFS.1.RL.1.1 http://www.cpalms.org/Public/PreviewStandard/Preview/5681LAFS.1.RL.1.3 http://www.cpalms.org/Public/PreviewStandard/Preview/5683




LAFS.1.RI.1.2

DOK Stems


to support___? What details

did you find in the text to

support your facts? What

details support the author's

opinion of _____?

A Trip to Washington, D.C. and“My 4th of July” tell about things that are important to Americans.

Choose one item and write a paragraph about why it is important to Americans. Use evidence

from the text to support your ideas.

Use the paired selection "My Fourth of July" - pgs.114-117 and the main selection "A Trip to

Washington, D.C." pgs. 96-109


TE pg.

109f Ff

Adjectives for

Size TE pgs.

93c, 109c,

112a, 117b,

119g

TE pgs. 93a-93b Teacher Read Aloud: "City

Treasures"

Assessm

ent

Options

TE pgs. 96b-109 Main

Selection: "A Trip to

Washington D.C." (Lexile

380) TE pgs. 100-101, 102-103,

104-105, Facts and Details

Questions


"Out of the Ocean"


Anthology: "Statue of

Liberty" TE 119b Text-

Based Comprehension


Learning Goal: Students will be able to retell the main idea of an informational text & use key details when retelling (informational) or Students will

be able to ask and answer questions about key details in texts including setting, plot, and comparing and contrasting characters

(Literature).

Reader's Theatre

Click for

Words

TB

Wri

ting

Standards

G1U4W3

S.S.

Sta

nd

ard

s: S

S.1

.C.3

.2 ,

SS.1

.G.1

.2 ,S

S.1

.G.1

.3

RWN pg. 450Use the TB Writing to

monitor progress



Created Assessment


RWN pg.443



lesson 3, p. 32Suggested S.S. Sites


Social Studies

Resources




Site


CPALMS

Leveled Readers

CL - 100-101 GOTS - p. 140

Concept Literacy:Our Country’s Treasures (Lex 340, Gded Rdg Lev B)

On-Level:Treasures of Our Country (Lexile 460, Guied Rd Lev F)

Advanced:America’s Home (Lexile 740, Guided Reading Level K)

ELL/ELD: Museum Treasures

RWN

pgs. 454, 456

Show and Tell Day

Text Study




Face to Face pgs. 54-55

Re

sou

rce

s

Expres-sion

and Into-

nation TE pg.

111b

RWN

pgs. 446,

453, 455

RWN pg. 442RWN pg.

449

pgs. 157-

162

Rea

din

g S

tree

t

LAFS.1.L.1.2d/LAFS.1.L.2.5c/LAFs.1.L.1.1f

Click for

Words

Vowel

Diagraphs

oa, ow TE

pg. 88a

TE pgs. 88a,

93, 95, 110g

TE pg.119f

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials

School-

based

fluency

resources

Sleuth





















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads







DOK Stems


to support___? What details

did you find in the text to

support your facts? Can you

list the parts that are

important?Think about the information in the

two selections, "On the Way to a Ranch" and "A Southern Ranch". Why is it a good idea to have signs

near a ranch? Write a one-paragraph explanation telling why the signs on pages 150–151 are important.

Use the information on page 148 for support.

Use the paired selection "On the Way to a Ranch" - pgs.148-151 and the main selection

"A Southern Ranch" pgs. 128-143

Click here for Opinion Frame

TE pg.

143e Zz

Adjectives for

What Kinds

125c, 143b,

146a, 151b,

153g

TE pgs. 125a-125b Teacher Read Aloud: "Family

Thanksgiving"

Assessm

ent

Options


Selection: "A Southern Ranch"

(Lexile 630) TE pgs. 130-131, 132-

133, 134-135, 140-141 Facts and

Details Questions


"Wilfred Gordon

Mcdonald Partridge"


Anthology: "Gila Monsters

Meet You at the Airport"

TE 153b Text-Based

Comprehension


Learning Goal: Students will be able to retell the main idea of an informational text and use key details when retelling (informational) or Students will be

able to ask and answer questions about key details in texts including setting, plot, and comparing and contrasting characters (Literature).

Reader's Theatre

Click for

Words

TB

Wri

ting

Standards

G1U4W4

S.S.

Sta

nd

ard

s: S

S.1

.C.3

.2 ,

SS.1

.G.1

.2 ,S

S.1

.G.1

.3

TE pg. 143a, Graphic Organizer

28TE pg.147b


monitor progress



Created Assessment


RWN pg.459


lesson 3, p. 32Suggested S.S. Sites


Social Studies

Resources


Visit CPALMS website for other standards based instruction supportClick for Archives Site


Site


CPALMS

Leveled Readers

CL - 100-101 GOTS - p. 140

Concept Literacy:Places We Treasure (Lexile 200, Guided Reading Level B)

On-Level:A Visit to the Ranch (Lexile 380, Guided Reading Level F)

Advanced:Go West! (Lexile 480, Guided Reading Level K)

ELL/ELD: Life in the Desert

RNW pgs.

463, 470,472

Show and Tell Day

Text Study




At the Rodeo pgs. 56-

57

Re

sou

rce

s

Accu-

racy,

Rate, and

Expres-

sion TE

pg. 145b

RWN pg.

465RWN pg. 458

RWN

pgs. 462,

469, 471

pgs. 163-

168

Rea

din

g S

tree

t

LAFS.1.L.1.1.j, LAFS.1.L.1.1.f,

Click for

Words

Vowel

Diagraph

s ie, igh

TE pg.

120a

TE pgs. 120a,

125, 127,

144g

TE 153f

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials

School-

based

fluency

resourc

es

Sleuth





















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads




Text Study




RWN pg. 274

G1U4W5

Does the author use words &

phrases to convey a message or

describe a character? What text

features enhance an event?


"Wilfred Gordon

Mcdonald Partridge"

GOTS - p. 140

Concept Literacy:Treasures We Share (Lexile 150, Guided RdgLev B)

On-Level:My Little Brother Drew (Lexile 240, Guided Rdg

Lev F) Advanced:Double Trouble Twins Lexle 450, Guided Rdg Lev K)

ELL/ELD: My Little Brother

Can you explain how ___

affected ____? Can you

predict the outcome ___?

What motive is there for

______?

Think about the text "Help Yoursef and Others". In your opinion, how does recycling used clothes and

toys help other children and the environment?

Use the information from the text to supprt your opinion.

Use the Sleuth story "Help Yourself and Others" - pgs.58-59.


TE pg

181e

Num-

bers 1-5



Learning Goal: Students will be able to retell the main idea of an informational text and use key details when retelling (informational) or Students will be able

to ask and answer questions about key details in texts including setting, plot, and comparing and contrasting characters (Literature).


DOK Stems

Appro-

priate

Phras-ing

TE pg.

183b

RWN

pg. 481

RWN pgs.

486, 488

Show and Tell Day CL - 100-101

Adjectives for

How Many

and Articles

TE pgs. 159c,

181b, 184a,

187c, 189g


"The New Baby"

pgs.

169-

174

Click for

Words

Com-

pound

Words TE

154a,

Vowel

Digraphs

ue,ew,ui

TE 160d

TE pgs. 154a,

159, 161,

182g

TE 189f

School-

based

fluency

resourc

es

Help Yourself and

Others pgs. 58-59

RWN

pgs. 478,

485, 487

S.S.

Sta

nd

ard

s: S

S.1

.C.3

.2 ,

SS.1

.G.1

.2 ,S

S.1

.G.1

.3



Social Studies

Resources



CPALMS

Leveled Readers



lesson 3, p. 32

Elements of Plot, TE

pg.181a&bRWN pg.482



Created Assessment




Site

Re

sou

rce

s


Anthology: "The Talking

Cloth" TE 189b Text-

Based Comprehension

RWN pg.475

Assessm

ent

Options


Selection: "Peters Chair"

(Lexile 410)

TE pgs. 166-167, 168-169,

172-173, 176-177, 178-

179 Theme Questions

Rea

din

g S

tree

t

LAFS.1.L.2.2., LAFS.1.L.1.1.f,h

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials


Click for

Words

TB

Wri

ting






















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads





How did the author organize

this information to describe

an event?



Social Studies

Resources



Learning Goal: Students will be able to retell the main idea of an informational text and use key details when retelling (informational) or Students will be able

to ask and answer questions about key details in texts including setting, plot, and comparing and contrasting characters (Literature).

Reread "Henry and Mudge and Mrs.Hopper’s House" and the poetry collection. How arethe

treasures in Henry and Mudge and Mrs. Hopper’s House and the treasures in the poems alike and

different? Write a short paragraph that compares or contrasts the treasures. Use evidence from

the text and the illustrations.


"Wilfred Gordon

McDonald Partridge"

Click here for Compare Frame Click here for Contrast Frame

TE pg.

217e

Number

s 6-10

TE pgs. 190a,

195, 197,

218g

Adjectives

that Compare

TE pgs. 195c,

217b, 220a,

225b, 227g

Click for

Words

Click for

Words

Use the paired selection (poems) pgs. 222-225 and the main selection "Henry and Mudge and

Mrs. Hopper's House" pgs. 198-217


Anthology: "The

Unbeatable Bread"

TE 227b Text-Based

Comprehension

Rete

ach

/Exte

nsio

n Customized Literacy Guide on the Side

Expres-sion

and Into-

nation TE

pg. 219b

Sleuth

The Best Neighbor Ever

pgs. 60-61

Reader's Theatre

Show and Tell Day

Rea

din

g S

tree

t

LAFS.1.RF.3.3, LAFS.1.L.1.2 LAFS.1.RL.1.3

DOK Stems

Suffixes -

ly, -ful TE

pg. 190a,

Vowel

sound:00

Can you explain how ___

affected ___? What can you

say about? What inference

can you make about the way

the character feels?

TB

Wri

ting


S.S.

Sta

nd

ard

s: S

S.1

.C.3

.2 ,

SS.1

.G.1

.2 ,S

S.1

.G.1

.3

Sup

ple

men

tal

Mate

rials

School-

based

fluency re-

sources

Assessm

ent

Options

TE 227f RWN pg.491 RWB pg.496Use the TB Writing

to monitor progress



Created Assessment - End of

Unit Assessment & Oral

Fluency Check

Leveled Readers

GOTS - p. 140


Concept Literacy:My Town (Lexile 250, Guided Reading Level B)

On-Level:The Story of the Kids Care Club (Lexile 500, GuidedReading Level F)

Advanced:What Makes Buildings Special? (Lexile 560, GuidedReading Level K)

ELL/ELD: What Does a Good Neighbor Do?


CL - 100-101


RWN pg.

497

SCPS Writing Focus: Opinion Writing

pgs. 175-

180

G1U4W6



Site


lesson 3, p. 32

Re

sou

rce

s

RWN pg. 490

RWN

pgs. 494,

501, 503


Aloud: "The Cat Chase"


"Henry and Mudge and Mrs. Hopper's

House" (Lexile: 660) TE pgs. 200-201,

204-205, 206-207, 208-209, 214-215,

216-217 Cause and Effect Questions

(Cause & Effect Keyword Look-Fors:

This led to, Yet, Due to, Unless)

RWN pgs.

495, 502, 504

Text Study




CPALMS




















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh

Reads


LAFS.1.RL.3.8 http://www.cpalms.org/Public/PreviewStandard/Preview/5743Suggested S.S. Sites


CL - Unit 3 - 82-83 GOS - p. 114


Social Studies

ResourcesDo You Live in a Nest?

SCPS Writing Focus: Opinion Writing

Sup

ple

men

tal

Mate

rials

R

ete

ach

/Exte

nsio

n Suggested S.S. Resources

S.S.

Sta

nd

ard

s: S

S.1

.E.1

.1 ,.

SS.

1.E

.1.6

RWN pg.507 RWN pg.512TE pg.39a, Graphic

Organizer 23 Weekly Assessment/CCR


Created Assessment




"Tippy-Toe Chick,Go!" (Lexile 550)

TE pgs. 22-23, 30-31, 32-33, 38-39

Character, Setting, Plot Questions

(Chronological Keyword Look-Fors:

Then, Next, Soon, After, Following)

Concept Literacy:Great Ideas (Lexile 300, Guided Reading

Level B)On-Level:Squirrel and Bear (Lexile 400, Guided Reading

Level G)Advanced:Grasshopper and Ant (Lexile 630, Guided Reading

Level K) ELL/ELD: The Farmer’s Hat

TE pgs. 17a-17b

Teacher Read Aloud: "The Bravest One of All"


Anthology: "Pancake

Party" TE 51b Text-Based

Comprehension



"Digby Takes Charge"

Have students think about Little Chick in "Tippy Toe Chick, Go!" and "Little Red Hen". Do you think Little Red

Hen would ask Little Chick for help? Write a parragraph that tells your opinion. Look for details in the text to

support your opinion.

Standards

Use the main selection, "Tippy-Toe Chicks, Go!" pgs. 20-39 and the paired selection,

"Little Red Hen" pgs. 44-45. Also, use Reading Street Writing to Resources pg. 188


LAFS.1.RL.1.3

DOK Stems

Unit High Frequency Standards: LAFS.1.RL.1.2 & LAFS.1.RL.1.3 or LAFS.1.RI.1.3

Learning Goal: Students will be able to identify the main topic, and retell key details by describing the connection between two pieces of information

(Literature) or Students will be able to describe the connection between two individuals, events or ideas are linked together in an

informational text (Informational)

Click here for Lit. Example Scale Click for Inf. Example Scale


In what ways does an author

organize this text? What

kinds of evidence does the

author use to tell the story?

What would happen if

_____?

Can you identify the

character? Can you identify

the different parts of the

story?



lesson 3, p. 32

RWN pg. 514

TB

Wri

ting

Leveled Readers Reader's Theatre

RWN pg.

513RWN pg 506TE 51f

RWN pgs.

511, 520

School-

based

fluency

re-

sources



RWN

pgs. 510,

517, 519

Accu-

racy,

Rate,

and

Expres-

sion TE

41b

Text Study


Assessm

ent

Options

G1U5W1



Site

Re

sou

rce

s

Apollo 13 pgs. 64-65

Sleuth

TE pg.

39e

Number

s 11-15

Imperative

Sentences TE

pgs. 17c, 39b,

42a, 49c, 51g

pgs.

181-

186

Rea

din

g S

tree

t

LAFS.1.L.1.2/LAFS.1.L.1.1j/LAFS.1.L.3.5c

Click for

Words

Diph-

thongs

ow,ou TE

12a,

Final

Syllable -

le

TE pgs. 12a,

17, 19, 40g

Click for

Words











https://seminoleschools-my.sharepoint.com/personal/chryslcm/Desktop/Final Scales_IP/SCALE LAFS.RL.1.2&1.3-Unit5-1.docx

https://seminoleschools-my.sharepoint.com/personal/chryslcm/Desktop/Final Scales_IP/Scale for LAFS.RI.1.3-Unit5-1.docx









LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads




Social Studies

Resources



RWN pg.

529

RWN pgs.

522

RWN pg.

526, 533,

535

RWN pg. 523TE 89f RWN pgs. 527

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials

School-based

fluency re-

sources

Assessm

ent

Options


Click for

Words


"Mole and the BabyBird" (Lexile:

360)TE pgs. 62-63, 66-67, 70-71, 72-

73, 74-75, 76-77 Draw Conclusions

Concept Literacy:Ways We Learn (Lexile 180, Guided Reading

Level B)

On-Level:Puppy Raiser (Lexile 420, Guided Reading Level G)

Advanced:Ways to Be a Good Citizen (Lexile 620, Guide ReadinLev K)

ELL/ELD: A Different Way to See

My Day at the Park pgs.

66-67


Do You Live in a Nest?

TE pg.

77f Num-

bers 16-

20

In the text the author's states that Cuckoo was the bravest bird in the forest. Write a paragraph

explaining the effects of Cukoo's actions to save the forest.

Use evidence from the text.

Pronouns TE

pgs. 57c, 77c,

80a, 87c, 89g


Aloud: "Robby Rabbit"




Anthology: "Bread and

Jam for Frances" TE 89b

Text-Based

Comprehension

Standards Click here for Lit. Example Scale Click for Inf. Example Scale

G1U5W2

LAFS.1.RL.1.1, LAFS.RL.1.3

DOK Stems





GOS - p. 114

Suggested S.S. Sites Click here for teacher guide

Re

sou

rce

s

Accu-racy,

Rate, Expres-

sion, and

Phras-ing TE

pg. 79b

Click here for student pages



Text Study

pgs. 187-192

Rea

din

g S

tree

t

LAFS.1.L.1.1d/LAFS.1.L.3.5c/LAFS.1.L.1.2d

Click for

Words

Vowel

Pat-terns

ow, ou

TE pg.

52a

TE pgs. 52a,

57, 59, 78g

TB

Wri

ting

Use the paired reading "Brave Little Cuckoo" pg. 83

Click here to use the Cause and Effect Frame



Site

What can you say about

______?

What would happen if

________? How


lesson 3, p. 32


S.S.

Sta

nd

ard

s: S

S.1

.E.1

.1 ,.

SS.

1.E

.1.6

RWN pg.530Use the TB Writing

to monitor progress



Created Assessment



CPALMS

Leveled Readers

CL - Unit 3 - 82-83




















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads



pgs. 193-

198

SCPS Writing Focus: Review of Informational and Narrative Click here for SCPS Writing Plan Lessons

Text Study




Assessm

ent

Options

TE 129f

School-

based

fluency re-

sources

RWN

pg. 545RWN pg. 538

RWN

Pgs 542,

549, 551

RWN pgs.

543, 550, 552



lesson 3, p. 32

G1U5W3

A Monster or a Fake?

pgs. 68-69





Click here for Lit. Example Scale Click for Inf. Example Scale


"What's So Special About Squirrels?"

CL - Unit 3 - 82-83

In the text "Dot & Jabber and the Great Acorn Mystery", the mice wonder why an Oak tree is

growing on the other side of the meadow. Write a paragraph explaining the cause of how the

tree started growing there.


Use the main selection, "Dot & Jabber and the Great Acorn Mystery"

pgs. 98-119

Click here for the Cause and Effect Frame

TE pg.

119f

Write

Sentenc

es




Customized Literacy Leveled Readers

Standards

Click for

Words

Expres-sion

and into-

nation

121b

Vowel

Sound in

foot: oo

TE pg.

90a

TE pgs. 90a,

95, 97, 120g

Pronouns I

and Me TE

pgs. 95c,

119c, 122a,

127b, 129g

RWN pg.546



Created Assessment




Social Studies

Resources



S.S.

Sta

nd

ard

s: S

S.1

.E.1

.1 ,.

SS.

1.E

.1.6

Guide on the Side

CPALMS


to support _____? How

would you compare

________? Contrast?

GOS - p. 114

Concept Literacy:Who Likes the Oak Tree? (Lexile 120, Guided Reading Level B)

On-Level:A Mighty Oak Tree (Lexile 459, Guided Reading Level G)

Advanced:Great Scientists: Detectives at Work (Lexile 640, Guided Reading

Level L)

ELL/ELD: The Sunflower Questions



Site

Re

sou

rce

s


Anthology: "Jonathan

Mouse, Detective" TE

129b Text-Based

Comprehension

RWN pg.539

TE pgs. 98b-119a Main Selection:

"Dot & Jabber" (Lexile: 660) TE pgs.

100-101, 102-103, 108-109, 114-115,

116-117 Compare and Contrast and

Facts and Details Questions

Rea

din

g S

tree

t

LAFS.1.L.1.1d/LAFS.1.L.3.5c/LAFS.1.L.1.2d

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials


Click for

Words

TB

Wri

ting

LAFS.1.RI.1.1, LAFS.1.RI.3.3

DOK Stems





















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads




LAFS.1.RI.1.2

DOK Stems

What is the main idea? What

details can you find in the

text? Which statements

support the main idea?

In the text "Three Cheers for Wheels", the author explains what would happen if wheels weren't

invented. Write a paragraph explaining what the character, Steven, would miss if there were no wheels.


Use the Sleuth story "Three Cheers for Wheels"

pgs. 70-71


TE pg.

155f

Word

Spacing

Pronouns TE

pgs. 135c,

155c, 158a,

163b, 165g

TE pgs. 135a Teacher Read Aloud:

"Using Machines"

Assessm

ent

Options


"Simple Machines" (Lexile 500) TE

pgs. 142-143, 146-147, 150-153

Main Idea and Details Questions


"Orville and Wilbur

Wright"


Anthology: "Mike Mulligan and

his Steam Shovel" TE 165b Text-

Based Comprehension

RWN pg.555


TB

Wri

ting


Learning Goal: Students will be able to identify the main topic, and retell key details by describing the connection between two pieces of information (Literature) or

Students will be able to describe the connection between two individuals, events or ideas are linked together in an informational text (Informational)


G1U5W4

S.S.

Sta

nd

ard

s: S

S.1

.E.1

.1 ,.

SS.

1.E

.1.6

TE pg.155b, Graphic

Organizer 5



Assessment




lesson 3, p. 32



Social Studies

Resources




Site


CPALMS

Leveled Readers

CL - Unit 3 - 82-83 GOS - p. 114

Concept Literacy:Simple Machines (Lexile 190, Guided ReadingLevel B)On-

Level:Simple Machines at Work (Lexile 470, Guided ReadingLevel

L)Advanced:Simple Machines in Compound Machines (Lexile 640,Guided

Reading Level P)ELL/ELD: The Wonder of Wheels

RWN

pgs. 559,

566, 568

Reader's Theatre

Text Study




Three Cheers for

Wheels pgs. 70-71

Sleuth


Re

sou

rce

s

Appro-

priate

Phras-ing

TE pg. 157b

RWN

pg. 561RWN pg. 554

RWN

pg. 558,

565, 567

pgs. 199-

204

Rea

din

g S

tree

t

LAFS.1.L.1.1d/LAFS.1.L.3.5c/LAFS.1.L.3.4b/LAFS.1.L.1.2d

Click for

Words

Diph-

thongs

oi, oy TE

pg. 130a,

Suffixes -

er,-or

TE pgs. 130a,

135, 137,

156g

TE 165f

Rete

ach

/Exte

nsio

n

Sup

ple

men

tal

Mate

rials

School-

based

fluency re-

sources

Click for

Words





















LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh

Reads

LAFS.1.RL.1.1

LAFS.1.RL.3.8Suggested S.S. Sites

http://www.archives.

gov/ ,

www.smithsoniansou

rce.org


Social Studies

Resources



RWN pgs.

575, 582, 594

A Life Saver pgs. 72-73



Assessm

ent

Options

RWN pg. 571


RWN

pg 574, 5

81, 583

RWN pg. 570



lesson 3, p. 32


Anthology: "Boy Invents

Toys" TE 201b Text-Based

Comprehension

Leveled Readers

GOS - p. 114

Concept Literacy:Telephones Help Us Every Day (Lexile 210,Guided

Reading Level B)On-Level:The Communication Story (Lexile 590, Guided

ReH)Advanced:Telephones Over the Years (Lexile 690, Guided Reading

Level L)ELL/ELD: Telephone Talk

In this biography "Alexander Graham Bell: A Great Inventor", we are given a brief history of

Alexander's life. Write a paragraph, putting in order the main events in his life. Use evidence

from the text to support your ideas.


Aloud: "Earle Dickson and His

Wonderful Invention"

CL - Unit 3 - 82-83





In what ways does an author organize

this text? What kinds of evidence

does the author use to tell the story?


sequence of_________? What

happened after______?


"Alexandar Graham Bell" (Lexile:

320) TE pgs. 182-185, 190-193

Sequence Questions

Sup

ple

men

tal

Mate

rials

School-

based

fluency

re-

sources

Click for

Words

TB

Wri

ting

Use the main selection "Alexander Graham Bell: A Great Inventor"

pgs. 174-193

Click here for Chronological Frame

TE pg.

193e

Sen-

tences

Word

Spacing

Adverbs TE

pgs. 171c,

193b, 196a,

199c, 201g

Rea

din

g S

tree

t

LAFS.1.L.1.1/LAFS.1.L.3.5c/LAFS.1.1.2d

Click for

Words

Vowel

sound in

ball: aw,

au TE pg.

166a

TE pg. 166a,

171, 173,

194g


"Orville and Wilbur

Wright"

LAFS.1.RI.1.3

DOK Stems

Re

sou

rce

s

RWN

pg. 577


S.S.

Sta

nd

ard

s: S

S.1

.E.1

.1 ,.

SS.

1.E

.1.6

RWN pg.578



Created Assessment



CPALMS



Expres-

sion

and

Into-

nation

TE pg.

195b

TE 201f

Rete

ach

/Exte

nsio

n

G1U5W5

pgs.

205-

210



Text Study

























LAFS.1.RF.4.4.b

FluencyPhonics/


Fresh Reads

LAFS.1.RL.1.1

LAFS.1.RL.3.8Suggested S.S. Sites

http://www.archives.

gov/ ,

www.smithsoniansou

rce.org


Social Studies

Resources


TE pg. 236-237:

"Skyscraper"

TE pg.236a Read Aloud

Anthology: "Stone Soda Bread"

TE 241b Text-Based

Comprehension

DOK Stems

What can you say about

_______? Can you explain

how______ affected ______?


S.S.

Sta

nd

ard

s: S

S.1

.E.1

.1 ,.

SS.

1.E

.1.6

Appro-priate

Phras-ing TE

233b




Click here for Lit. Example Scale Click for Inf. Example Scale Standards LAFS.1.RL.1.2

TE pgs. 207a-207bb Teacher

Read Aloud: "The Cardboard

Box"


"The Stone Garden" TE pgs. 226-

227, 228-229, 230-231 Theme

Questions

In the text "A Good Place For Pets", the author states that pets are beneficial to people in nursing

homes. Write a paragraph explaining the cause of why pets are a good idea for nursing home

residents.


Rete

ach

/Exte

nsio

n Customized Literacy Guide on the Side Leveled Readers

CL - Unit 3 - 82-83 A Good Place for Pets

pgs. 74-75



TB

Wri

ting

Use the Sleuth story "A Good Place For Pets"

pgs. 74-75

Click here for Cause and Effect Frame

Sup

ple

men

tal

Mate

rials

School-based

fluency re-

sources

Assessm

ent

Options

TE 241f RWN pg.587

GOS - p. 114

Concept Literacy:Let’s Plant a Garden (Lexile 90, Guided Reading Level B)

On-Level:Marla’s Good Idea (Lexile 380, Guided Reading Level H)

Advanced:Cody’s Adventure (Lexile 580, Guided Reading Level L) ELL/ELD:

Lights Out!




RWN

pg. 593

Text Study



grade-level school/district approved text Visit CPALMS website for other standards based instruction support


lesson 3, p. 32



Assessment - End of Unit

Assessment & Oral Fluency Check


RWN pg.592 RWN pg.594

G1U5W6

Re

sou

rce

s

RWN pg. 586

RWN

pgs. 590,

597, 599

RWN

pgs. 591, 598,

600

SCPS Writing Focus: Review of Informational and Narrative

pgs. 211-216

Rea

din

g S

tree

t

LAFS.1.L.1.1i/LAFS.1.L.1.2d/LAFS.1.L.3.4b

Click for

Words

Click for

Words

Prefixes

un-, re-

TE pg.

202a

TE pgs. 202a,

207, 209,

232g

TE pg.

231f

Word

Spacing

Prepositions

and Prepo-

sitional

Phrases TE

pgs. 207c,

231c, 234a,

239b, 241g























Documents

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